Linking intersectional invisibility and hypervisibility to experiences of microaggressions among graduate women of color in STEM

Wilkins‐Yel, Kerrie G.; Hyman, Jacqueline E.; Zounlome, Nelson O. O.

doi:10.1016/j.jvb.2018.10.018

Cited by 109 publications

(138 citation statements)

References 25 publications

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“…Graduate students are at least twice as likely to experience mental health challenges, such as anxiety and depression, compared to the general population with equivalent education [ 120 ]. This trend is even more striking for women of color in STEMM, who are facing systemic sexism and racism, along with daily microaggressions and safety concerns [ 121 ]. Sexual minorities and LGBTQ+-identifying people are also subject to discrimination that adversely affects their well-being, mental health and, ultimately, retention in STEMM fields [ 74 , 104 ].…”

Section: Pivoting the Paradigm To Ensure Equitable Evaluation In Sciencementioning

confidence: 99%

Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

et al. 2021

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Success and impact metrics in science are based on a system that perpetuates sexist and racist “rewards” by prioritizing citations and impact factors. These metrics are flawed and biased against already marginalized groups and fail to accurately capture the breadth of individuals’ meaningful scientific impacts. We advocate shifting this outdated value system to advance science through principles of justice, equity, diversity, and inclusion. We outline pathways for a paradigm shift in scientific values based on multidimensional mentorship and promoting mentee well-being. These actions will require collective efforts supported by academic leaders and administrators to drive essential systemic change.

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Section: Pivoting the Paradigm To Ensure Equitable Evaluation In Sciencementioning

confidence: 99%

Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

et al. 2021

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“…More specific to our study, within the context of STEM education, researchers have used the framework to examine a broad array of issues. For example, Wilkins‐Yel, Hyman, and Zounlome (2019) applied intersectionality theory to understand the experiences of WoC graduate students in STEM disciplines when they are exposed to microaggressions. Kvasny, Trauth, and Morgan (2009) framed their work on the intersection of class, gender, and race and how it shapes the experiences of Black women students and learners in information technology.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The correlation between undergraduate student diversity and the representation of women of color faculty in engineering

Main

Tan

Cox

et al. 2020

J of Engineering Edu

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Background: Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis: This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional-and departmental-level factors that contribute to the race-gender diversification of the engineering professoriate. Design/Method: Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental-level observations across 345 institutions over 12 years. Results: Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions: Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental-and institutional-level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty.

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“…An inclusive environment, visible role models and adequate funding are key to enabling people from under-represented minority groups to participate and succeed in science, technology, engineering and mathematics (STEM) 18 . A growing body of research has highlighted the subtle, indirect and often unintentional actions perpetrated against such researchers by majority groups, and which have an impact on a sense of belonging in STEM spaces [19][20][21] , as well as on career persistence and wellbeing 22,23 .…”

Section: Laws Policies Training Research and Tracking Must Benefit Allmentioning

confidence: 99%

Women from some under-represented minorities are given too few talks at world’s largest Earth-science conference

Ford

Brick

Azmitia

et al. 2019

Nature

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Linking intersectional invisibility and hypervisibility to experiences of microaggressions among graduate women of color in STEM

Cited by 109 publications

References 25 publications

Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

The correlation between undergraduate student diversity and the representation of women of color faculty in engineering

Women from some under-represented minorities are given too few talks at world’s largest Earth-science conference

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